Era Digital - um olhar ciberantropológico
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Era Digital - um olhar ciberantropológico
Percepções e reflexões do quotidiano educativo sob uma perspetiva antropológica
Curated by Adelina Silva
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From MOOC to eBook: John Hoberman on “Age of Globalization”

From MOOC to eBook: John Hoberman on “Age of Globalization” | Era Digital - um olhar ciberantropológico | Scoop.it
Dr. John Hoberman was among the first University of Texas professors to offer a MOOC, or Massively Open Online Course. Now, lectures, images, video, and audio from the course are availabile in an enhanced e-book version that explores the systems of competition and cooperation that drive globalization. The video and audio enhanced e-book is available in multiple formats through The University of Texas Press and major online book retailers. Read this interview with Dr. Hoberman about the Age of Globalization.

Via SusanBat , Ana Dias, juandoming
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x-c-Mooc : Innovation pédagogique ? Quelles perspectives pour la fo...

Les MooC sont-ils une innovation pédagogique ? Quelles sont les perspectives pour la formation professionnelle ? La présentation présente d'abord quelques r...

Via vgpascal, Bruno De Lièvre, Michèle Drechsler, Jihane Fouzai , Xavier Van Dieren, Adelinebossu
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¿Qué es un MOOC?

¿Qué es un MOOC? | Era Digital - um olhar ciberantropológico | Scoop.it

Para aquellos que no lo sepáis, MOOC responde a las iniciales en inglés de las palabras Massive Open Online Course. Estas iniciales podríamos traducirlas como ‘Cursos en Línea Masivos y Abiertos’. Creo que a día de hoy es difícil no haberse percatado de este término si formas parte de redes sociales como Google+ o Twitter. Es por ello que he querido elaborar un artículo donde destaco algunas de las características de este a nueva manera de entender la forma en que aprendemos y nos relacionamos en una sociedad virtual.


Via Gumersindo Fernández, juandoming
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Has the ‘MOOC Revolution’ Drifted Off Course?

Has the ‘MOOC Revolution’ Drifted Off Course? | Era Digital - um olhar ciberantropológico | Scoop.it
In 2012, "massive open online courses" were lauded as the most important trend in higher education. But this year, educators and even students rebelled against the rapid expansion of online learning.

Via Marta Torán, Alazne González, juandoming
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Marta Torán's curator insight, January 1, 2014 4:20 PM

Un interesante artículo que analiza los problemas que presentan los MOOCs y por qué todavía no han sido la revolución que se esperaba.

 

Son "un producto muy malo". Falta interacción humana. No hay apoyo Tutorial. Malos resultados.

 

Algunos ya están reaccionando.

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Udacity's Sebastian Thrun, Godfather Of Free Online Education, Changes Course

Udacity's Sebastian Thrun, Godfather Of Free Online Education, Changes Course | Era Digital - um olhar ciberantropológico | Scoop.it
He captivated the world with visions of self-driving cars and Google Glass and has signed up 1.6 million students for online classes. So why is he...

Via Pierre Levy
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Mlik Sahib's curator insight, November 20, 2013 11:33 PM

"Higher education is an enormous business in the United States--we spend approximately $400 billion annually on universities, a figure greater than the revenues of Amazon, Apple, Facebook, Google, Microsoft, and Twitter combined--and the Professor has no trouble rounding up a group of Silicon Valley's most prestigious investors to support his new project. The Professor's peers follow suit: Two fellow Stanford faculty members launch a competing service the following spring, with tens of millions of dollars from an equally impressive group of backers, and Harvard and MIT team up to offer their own platform for online courses. By early 2013, nearly every major institution of higher learning--from the University of Colorado to the University of Copenhagen, Wesleyan to West Virginia University--will be offering a course through one of these platforms.

Suddenly, something that had been unthinkable--that the Internet might put a free, Ivy League–caliber education within reach of the world's poor--seems tantalizingly close. "Imagine," an investor in the Professor's company says, "you can hand a kid in Africa a tablet and give him Harvard on a piece of glass!"

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Cours en ligne: pour réenchanter la révolution Mooc, passez aux Spoc | Slate

Cours en ligne: pour réenchanter la révolution Mooc, passez aux Spoc | Slate | Era Digital - um olhar ciberantropológico | Scoop.it
Durant un an ou deux, les cours gratuits en ligne ont semblé être l’avenir tout tracé de l’enseignement supérieur.

Via Pierre Levy
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MOOC, cursos abiertos en línea

MOOC, cursos abiertos en línea | Era Digital - um olhar ciberantropológico | Scoop.it

El término “MOOC” es el acrónimo en inglés de “Massive Open Online Course” que traducido al castellano sería “Curso en Línea Masivo y Abierto”. Se trata de una modalidad formativa que se oferta desde un espacio en Internet y que contempla una inscripción abierta y por tanto un acceso de un considerable número de participantes.

Una de las tendencias de la actual sociedad de la información es la necesidad de formación permanente en torno a una realidad en constante evolución. Los MOOC suponen un recurso muy interesante para satisfacer esa creciente demanda de formación en todo el mundo de un público cada vez más numeroso y global.


Via Gumersindo Fernández, juandoming
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My Modern MOOC Experience

My Modern MOOC Experience | Era Digital - um olhar ciberantropológico | Scoop.it
A college president is enchanted by the diversity and drive of his online students.

Via Pierre Levy
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Pierre Levy's curator insight, April 30, 2013 11:29 AM

If "The Modern and the Postmodern" is an unlikely candidate for a MOOC, I was an equally unlikely candidate to teach one.

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MOOCs – The revolution has begun, says Moody’s - University World News - Sarah King Head

"A new report by Moody’s Investors Service suggests that while MOOCs’ exploitation of expanded collaborative networks and technological innovation will benefit higher education in the United States as a whole, their long-term effect on the for-profit sector and smaller not-for-profit institutions could be damaging."


Via Peter B. Sloep, Peter Bryant
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Peter B. Sloep's curator insight, December 27, 2012 9:52 AM

What is perhaps most interesting about this, is that Moody's - yes, they - are interested in MOOCs at all. This shows that xMOOCs (unlike cMOOCs) are an innovation in the costing of Higher Ed., not their pedagogy. So, we do not get better education with them, but a more affordable education, if indeed we do. University World News agrees: "But the important development associated with MOOCs is that they are able to offer exponentially larger enrolments. And, with these, the potential profits are much larger." I suggest we acknowledge that xMOOCs make for lousy pedagogy and only value them for what they are, a means to make higher education cheaper. Then we can at least start talking about the question of whether we are ok with that. (@pbsloep, thanks to @guzdial)

Peter John Baskerville's curator insight, December 27, 2012 4:37 PM

You know when creative disruption is taking place when organisations like accounting firms and venture capitalists that are far removed from the main players can see it happening. Moody's is the latest non-edu institution to see the revolution in education taking place with the tsunami that is MOOCs.

Heiko Idensen's curator insight, December 28, 2012 12:32 AM

...die internationalen Finanzmärte ingeressieren sich für #mooc s :-) bug oder feature :-)

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Designing and running a MOOC (in 9 easy steps) | By George Siemens

Presentation, University of South Africa (Pretoria)...


Via Vladimir Burgos, IES Consaburum, Mohsen Saadatmand, Score Project, Alastair Creelman, Jim Lerman, Dennis T OConnor, Jenny Pesina, Volkmar Langer
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cafel23mooc's curator insight, March 4, 2013 5:00 AM

Un diaporama qui permet de cheminer dans l'histoire des MOOC, la compréhension des formes de MOOC. Présentation des grandes données chiffrées des MOOC (le tendances en matière de fréquentation, de nationalités, d'outils utilisés sur le Web...). Pour finir, des conseils : les étapes d'une mise en oeuvre réfléchie du dispositif.

 

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Turning a MOOC Into a Network of Schools Collaborating

Turning a MOOC Into a Network of Schools Collaborating | Era Digital - um olhar ciberantropológico | Scoop.it
Co-authored with Avery Holton MOOCs, or massive open online courses, have been alternately heralded as the future of online education and a flop. Although MOOCs promise education for the masses, they often have mass desertions after the first week and are lucky to have 10 percent completion rates.

Via Dr. Susan Bainbridge, Roger Francis
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Luz Marina Martínez Peña's curator insight, March 31, 2014 4:52 PM

La Producción De Textos Académico-Científicos es Una necesidad sentida en todos los campos disciplinares, Es Por ello que la universidad le debe proveer una los Estudiantes de Formación Profesional y postgradual Los Elementos necesarios para lograr realizar con éxito la escritura y Publicación de Artículos Científicos, Ponencias, Informes de Investigación, Entre Otros.

María Dolores Díaz Noguera's curator insight, April 1, 2014 5:49 AM

Turning a Mooc Into a Network of Schools Collaborating

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A Comparison of Five Free MOOC Platforms for Educators

A Comparison of Five Free MOOC Platforms for Educators | Era Digital - um olhar ciberantropológico | Scoop.it
There are a number of good options for educators looking to build their own MOOCs. Here is a look at five of the most interesting platforms.

Via Pierre Levy
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Gilles Le Page's curator insight, March 9, 2014 5:03 AM

Evaluation de cinq LMS (gratuits) permettant de proposer un MOOC

 #mooc

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Digital Citizenship MOOC 2014

Digital Citizenship MOOC 2014 | Era Digital - um olhar ciberantropológico | Scoop.it

Via Tom D'Amico (@TDOttawa)
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Se former à l'intelligence collective et collaborative. Venez rejoindre le groupe collaboratif sur Facebook....

Se former à l'intelligence collective et collaborative. Venez rejoindre le groupe collaboratif sur Facebook.... | Era Digital - um olhar ciberantropológico | Scoop.it

250 personnes réfléchissent sur un module d'audio-conférence  sur l'enseignement de l'intelligence collective et collaborative.


Via Philippe Olivier Clement
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Philippe Olivier Clement's curator insight, November 23, 2013 12:08 AM

L'institut francophone d'intelligence collective créé une plateforme collaborative pour concevoir un enseignement à distance sur l'intelligence collective et collaborative.


Venez y contribuer ! C'est en mode financement participatif.


En 3 semaines déjà 2000 commentaires, une équipe de 15 membres sur la plateforme et 250 membres.réfléchissent ensemble.


Première audio-conférence en janvier 2014 et université d'été en septembre 2014.


Bientôt sur Linkedin et Viadéo.

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Projet de MOOC "Aux origines de notre système juridique : histoire du droit et des institutions" - Université Paris 2 (Panthéon-Assas)

Projet de MOOC "Aux origines de notre système juridique : histoire du droit et des institutions" - Université Paris 2 (Panthéon-Assas) | Era Digital - um olhar ciberantropológico | Scoop.it

Le MOOC " Aux origines de notre système juridique : histoire du droit et des institutions", retrace les grandes étapes de formation de l’Etat, de l’Antiquité à l’époque moderne, dans le but de mieux comprendre notre droit constitutionnel mais aussi nos structures administratives, judiciaires et financières.


Via Vincent Datin, juandoming
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Vincent Datin's curator insight, October 23, 2013 4:58 AM

Un MOOC annoncé sans date sur FUN

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Infographic: Why Aren't Students Completing MOOCs?

Infographic: Why Aren't Students Completing MOOCs? | Era Digital - um olhar ciberantropológico | Scoop.it

MOOCs (free online courses that are open to anyone) are more popular than Justin Bieber right now, but why aren't students finishing the courses they signed up for?


Via SusanBat , Dominique Demartini, Pierre Levy
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Elaine Watkins's curator insight, October 24, 2013 10:29 PM

I was one of the 36% of students who completed the Equine Nutrition course. I can tell you why I was able to... It was because there was excellent support from the lecturers, easy to access video lectures, no hard deadlines until the end of the course, meaning there was much more flexibility for people, like me, who work full time and can't always complete quizzes by 6pm each Monday for example. I could do it in my own time, as long as I stayed within the course duration and I found that some weeks I had much more time and could complete 2 weeks worth of readings & quizzes. 

In contrast, I just attempted to complete an Animal Behaviour course, but unfortunately due to hard deadlines each Monday, I was unable to complete quizzes on time and therefore could not achieve the marks necessary to pass, so I gave up halfway through. I have still completed readings and watched lectures, but with no result as the quizzes did not count after the weekly hard deadlines. Obviously many people had the same issue as me, because out of 24950, only

1428 people completed the course.

I believe course designers need to revisit their courses and ensure they are flexible enough for full time workers to do in their own time. 

Christine Aizpurua's curator insight, October 31, 2013 11:57 AM

Me ! 

Patricia Christian's curator insight, February 8, 2014 5:45 AM

An integral part of any online learning environment is the social synergy created via communication and discussion.  This is where deep reflection and learning take place.  Are students not feeling connected.  Are they collaborating and creating something new with the knowledge they have gained and sharing it with others?  Learning must me meaningful and applicable.

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Learning to ‘run a MOOC’

Learning to ‘run a MOOC’ | Era Digital - um olhar ciberantropológico | Scoop.it
There are more learner interactivity options available than multiple–choice questions and ‘drag and drop’ responses, says Bob Little.

Via Dr. Susan Bainbridge
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Monica S Mcfeeters's curator insight, May 7, 2013 4:24 PM

Many teacher want to get their classes online for various reasons. The info here will help anyone set it up more professionally.

Anne Whaits's curator insight, May 7, 2013 4:34 PM

Some really interesting reflections and comments in this article. What makes the current form of MOOCs particularly challenging for the learner? Poonam argues that effective learning materials involve the learners and makes a case for the interactive MOOC - the iMOOC. "Those wanting to build iMOOCS – or at least include greater learner interactivity into their courses – could gather inspiration for their instructional design strategy from interactivity building tools."

Richard L. Edwards's curator insight, May 10, 2013 12:24 PM

Certain "truisms" run through articles written on MOOCs. One of the more consistent "stories" repeated from article to article involves the completion rate of MOOCs, hovering around 7%. There are many reasons why MOOCs have low completion rates, but typically the "story" is told as one of MOOC design failure, as in this piece. Quote from this article: "“To engage learners and keep them interested in the course - and motivated to continue and complete it, there’s a need to develop MOOCs that are highly interactive (iMOOCs). No wonder that MOOCs’ learner drop-out rates are extremely high,” [Poonam Jaypuriya] commented. “According to our information, typically, we’re seeing only seven or eight per cent of learners completing courses.” I agree with the 7% completion rate, which matches my hands-on experience. But I disagree with the assessment of why 93% of my students did not complete my MOOC. In fact, let's consider the admission requirements for a MOOC. Typically, a student submits an email address. There is no transcript verification, there is no statement of commitment (i.e. how much this "learner" will prioritize a free class when other life and work events occur during the course), and no really penalty from just dropping out of the course at any time for any reason. MOOCs are a fascinating experiment, and while some MOOCs clearly have a way to go to fully leverage the full and already available possibilities of a quality engaging online education, that is not the fundamental reason for low completion rates. MOOC providers need to figure out how to secure learning commitments from students. And to play the contrarian on this issue, I would argue that the top retention tools of traditional higher education have been tuition cost, admissions standards, and verifiable transcripts, not the quality of course design (and I mean course design principles as opposed to faculty reputation). 

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MOOCs do not represent the best of online learning (essay) | Inside Higher Ed

MOOCs do not represent the best of online learning (essay) | Inside Higher Ed | Era Digital - um olhar ciberantropológico | Scoop.it

Via Dr. Susan Bainbridge
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John Purificati's curator insight, April 30, 2013 6:43 AM

Thanks for this article. I tend to agree that MOOCs are not all they're cracked up to be.

Gina Anderson CEO Mopi16 's comment, May 2, 2013 9:46 AM
I think it depends on how MOOCs are designed, implemented and evaluated and how you define "success".
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The Crisis in Higher Education

The Crisis in Higher Education | Era Digital - um olhar ciberantropológico | Scoop.it
The leaders of the MOOC movement acknowledge the challenges they face. Perfecting the model, will require “sophisticated inventions” in many areas, from grading essays to granting crede...

Via Dr. Susan Bainbridge
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Radical rethink: how to design university courses in the online age

Radical rethink: how to design university courses in the online age | Era Digital - um olhar ciberantropológico | Scoop.it

Un interesante artículo de Paul Wappett sobre EL FUTURO DE LA EDUCACIÓN, enfocado a cómo deben ser los cursos.

Modelos con conferencias on line del experto, de unos 10 minutos y que finalizan con una prueba corta.

Esto permitirá:
- asegurarse de qe los conceptos se van entendiendo
- personalizar el aprendizaje, el alumno accederá a aquello que necesite y podrá navegar libremente
- analíticas del aprendizaje
- atender diferentes estilos de aprender de diferentes alumnos

El reto será que los docentes investiguen y trabajen en diseñar contenidos de calidad.


Via Marta Torán, juandoming
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